[hr-education-na] College level teaching of human rights

Dear colleagues, 

The case in favor of human rights education is compelling and was well
stated in 2005 in a report entitled "In Larger Freedom," where United
Nations Secretary General Kofi Anan said: “We have it in our power
to pass on to our children a brighter inheritance than that bequeathed to
any previous generation . . . . If we act boldly -- and if we act together
-- we can make people everywhere more secure, more prosperous and better
able to enjoy their fundamental human rights"
(http://www.un.org/largerfreedom). Recognizing that such a bequest is in
significant measure done through education, the UN General Assembly, with
help from UNESCO and the Office of the UN High Commissioner for Human
Rights, thus called for the development, beginning in 2006, of a "World
Programme of Human Rights Education." Included is a call for the
development of appropriate texts and teaching materials -- plowshares
essential for tilling the groundwork of peace through justice.

The literature on international human rights is burgeoning and its range
can be sampled by consulting the valuable book reviewing service of "Human
Rights and Human Welfare" produced by the University of Denver Graduate
School (http://www.du.edu/gsis/hrhw/main.html). The multitude of new books
and publications on human rights identified there provide a cause for
celebration and many are suitable for adoption in curriculum development
at the level of higher education and for community college usage.
Nevertheless, there is a dearth of comprehensive college-level textbooks,
a challenge to which the University of Pennsylvania Press has responded
with the new third and wholly revised edition of Richard Pierre Claude and
Burns H. Weston, "Human Rights in the World Community, Issues and Action".
This 543-page paperback brings a full range of human rights materials
together in one place for classroom use in many disciplines, including but
not limited to political science, international law and relations,
history, sociology, philosophy, religion, and of course education itself.
Relying on a broad distinction between issues associated with
international human rights problems and action that seeks to implement
human rights norms and standards, each of eight chapters contain essays by
leading scholars and activists, preceded by an editors' introduction
designed to orient the reader in the larger context and recent research
within which the essays fit.

Relying on the 2000 "Millennium Declaration" the editors’ goals are
to select readings and materials to promote democracy and internationally
recognized human rights and fundamental freedoms. The editors' teaching
objectives are not only to promote enhanced human rights consciousness and
the development of cognitive skills in analyzing human rights issues, but
also to sharpen the critical abilities of students. To that end, each of
the 33 readings is followed by teacher-friendly "Questions for Reflection
and Discussion" -- questions intended to be helpful in analyzing the
essays, clarifying human rights values, prodding debate and new thinking,
and in stimulating fresh research beyond the scope of the existing
literature. Further to encourage the first-time teacher who might be
unfamiliar with the scope of the field of international human rights, the
book features an extensive human rights bibliography that emphasizes
relatively recent publications as well as selected "classics" in the
field. Moreover, on the theory that human rights is made tangible by
eyewitness experience, the most extensive available annotated filmography
is set out also. For example, in 2005, the movie, "Lord of Wars" starring
Nicholas Cage graphically portrayed the multiple human rights violations
flowing from international arms trading and illegal gun running. Films are
an important teaching device in our media age with the result that one way
or another, we all have become eyewitnesses to human rights problems.
Because the promotion and protection of human rights depends on everyone,
the students who use Human Rights in the World Community also become
familiarized with the many NGO that serve human rights causes because such
groups and their achievements are featured throughout the college level
volume. For teachers considering using this textbook, review copies are
available from Ellen Trachtenberg at <       >. The book is featured at:  
http://www.upenn.edu/pennpress/book/14271.html .

Richard Pierre Claude 





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